Stereotype Threat And Arousal : Effects On Women 's Math Performance

◦ Bean, M.G., Stone, J., Moskowitz, G.B., Badger, T. A., & Focella, E.S. (2013). Evidence of nonconscious stereotyping of

Knowledge of negative stereotypes can influence people’s performance. Stereotype threat creates extra performance pressure through apprehensiveness about conforming to negative stereotypes (Woolfolk &

Claude Steele’s section titled “Stereotype Threat and African-American Student Achievement” aims to address the statistics that provide validity to this assumption by attributing the

Stereotypes are socially constructed, over-generalized views regarding a particular group of persons with certain characteristics that are widely accepted, and usually expected, in a society. The dominant group of a certain society, which in this case is probably Caucasians and men, usually creates these social constructions. Claude M. Steele, a researcher from Stanford University, performed multiple research studies on the idea and psychological effects of stereotypes on its victims. In his studies, he coins the term “stereotype threat” as the “social-psychological predicament that can arise from widely-known negative stereotypes about one's group,” which implies that “the existence of such a stereotype means that anything one does or any of one's features that conform to it make the stereotype more plausible as a self-characterization in the eyes of others, and perhaps even in one's own eyes” (Steele 797).

Many theories have been suggested to try to explain the low performance of Hispanic and African American students compared to their white peers. Stereotype threat theory proposes that the possibility of being judged in terms of a negative stereotype in a particular domain negatively affects one’s performance. African American students are even more vulnerable to this social-psychological threat that occurs when students anticipate the possibility of fulfilling a negative stereotype. Some of the effects of stereotype threat include anxiety, low academic standards and low test scores. (Steele,

When he gets offered a job at the University of Washington he develops a special interest in stereotype threat when he sees the minority students underperforming despite have equal or higher SAT scores upon entering the college. This is when he really develops his interest in stereotype threat and with fellow colleagues develops a group of experiments to explore more about this topic. In the first three chapters of this book Steele sets the stage for the coming experiments, and delves into the process of showing us how stereotype threat negatively affects our lives.

Results from numerous studies suggest that African Americans are likely to experience stereotype threat related to performance in Caucasian dominated tasks. Steele & Aronson (1995) conducted a study that examined the effects of stereotype threat of African Americans on standardized tests. The participants included African American and Caucasian Stanford University students who completed a modified version of the verbal GRE examination (Steele & Aronson, 1995). Participants were randomized into two testing groups, the diagnostic condition, which tested intellectual ability and exposure to stereotype threat, and the non-diagnostic condition, which involved laboratory problem solving tasks unrelated to stereotype threat (Steele & Aronson, 1995).

2. Dunlap, J. (2013). Stereotype threat. In P. L. Mason (Ed.), Encyclopedia of race and racism(2nd ed.). Farmington, MI: Gale. Retrieved from http://proxy.lib.ohio-state.edu/login?url=http://search.credoreference.com/content/entry/galerace/stereotype_threat/0?institutionId=4358

In the U.S, stereotyping is alive and functioning well. A stereotype is a widely held fixed and a simplified idea or image of a given type of a person or a thing. It has been rampant in the country and it has a negative impact. Stereotyping occurs when people judge others based on their gender, their job, their cultural, religious or ethnic background. It has resulted in unfair discrimination of people in the country. People also miss important aspects of the people they stereotype (Inzlicht et al., 230). Through stereotyping, people are not able to achieve their full potential and the country's social development slows down. There are many suggestions that have been placed forward in an effort to end stereotyping,

When comparing the performance of Asian-American participants on a mathematical examination after having been positively stereotyped and without having been positively stereotyped, it was found that the “performance [on the test] was significantly lower in the ethnicity condition than in the control condition” (Cheryan 400). In the ethnicity-salient condition, “participants reported that they had experienced significantly poorer ability to concentrate during the math task than did participants in the control condition” (444). Therefore, positive stereotypes, in the form of salient social expectations, can place a considerable burden on stereotyped Asian Americans, “adversely affecting their performance in the stereotyped domain” (401). That is, while Asian Americans can be characterized as a high-achieving “model minority,” this characterization can lead to agitation, distraction, and lower self-confidence, which ultimately contributes to poorer academic performance. The study elucidates the mechanisms behind Asian-American negative reactions to positive stereotypes: failing to meet high expectations and the possibility that one's poor performance may threaten the reputation of one's group engenders stifling performance pressures when positive Asian stereotypes are initiated. As a result, positive stereotypes

The idea of not performing adequately on a task is something that many people can relate too. This uncomfortable feeling can be experienced throughout many different situations. Previous research suggests that stereotypes on how people are perceived to act or perform can hinder their thought processes and impact their overall performance. This is referred to as stereotype threat. Individuals undergo stereotype threat when they feel pressure to conform to the stereotype that is present. Stereotype Threat is not limited to any category or situation, but has been found to be more prominent in certain areas. This paper will focus on stereotype threat effects in math performance between genders, race/ethnicity and age.

Gender bias is not all about stereotype, but it also classifies the gender to “be” certain things and

When social psychologist Claude Steele began writing about the problem of stereotype threats in the 1990s, many other researchers began to do the same thing. Steele offered that when members of certain groups can be stereotyped in a negative way, they will be seen “through the lens of diminishing stereotypes and low expectations” (1999, p.44). According to Kassin, Fein, and Markus, stereotype threat is defined as “The experience of concern about being evaluated based on negative stereotypes about one’s group.” Steele concluded that stereotype threat can be achieved in two ways: reactions to “threat in the

There have been many studies on stereotype threat and self-esteem and their negative effects on task performance. These studies have focused primarily on minorities such as women, blacks, Latinos and Asians and have found that stereotype threat and self-esteem have influenced negatively in task performance. Steele (1997) investigated how self-esteem and stereotype threat affects task performance and has found that most of task failures have to do with the individual social environment. For instance, a study was conducted in which black students completed a difficult task with either a black or white experimenter. The task was described as intelligent test (Steele & Aronson, 1995). When the experimenter was white, the student performed more

The first effect of stereotyping is a phenomenon known as “stereotype threat” that occurs in a situation where a person is in fear of unintentionally confirming a negative stereotype. Several studies have been conducted to discover the effects of stereotype threats. For example, I discovered that Toni Schmader, an assistant professor of the UA psychology department, and Michael Johns, a UA graduate (ethos), conducted studies that showed, “college women score lower on tests of mathematical ability, and Hispanic students might score lower on tests of intelligence, not because they have less ability, but because reminders of negative stereotypes temporarily decrease their ‘working memory capacity’ (UA News Services, “Exploring the Negative Consequences of Stereotyping”, UANews.Arizona.edu).” This demonstrates that the students did not do worse on the test due to their lack of skills, but rather due to negative stereotypes. In a similar study by professors Claude Steele and Joshua Aronson, African American and White college students took the same intelligence test under two conditions. In the stereotype threat condition the students were told the test would evaluate their intelligence, and in the